The art of dirty deeds

English Coursework Robert Hoarsely Another cupboard smashed onto the heavy oak table as the maelstrom of debris continued to swirl, fuelled by the vicious wind from the broken windows. There was a resounding crack as a chair was hurled at the table. â€Å"You left me to rot, you are no son of mine,† wailed the lady of the house. He couldn't see her, she was invisible, but he knew all too well she was there as he cowered under the table. The rain continued to pound down, its staccato beat all too loud through the broken windows.Lightning flashed as he made a break for the door that was banging against the wall in the mind. An Inhuman shriek came from behind him. He raced through the door as the table he had been taking refuge hurtled after him into the doorway in a shower of plaster and splinters. The main hallway he was now in was dominated by a huge glittering chandelier. He paused for a moment to catch his breath as he heard his mother howling in rage. With a groan the chand elier above him ripped away from the ceiling.It fell onto him with a crash, landing In an explosion of glittering glass like a frenzied rave of fireflies. He had barely enough time to think as It knocked him cold. As he flitted in and out of consciousness he remembered how he came to be in that current predicament. Don't go daddy,† said his daughter. â€Å"We want you to be here for Christmas daddy,† whined his son. â€Å"Of course I'll be back for Christmas; I'm Just off for a week to get granny's old stuff from her house in the Yorkshire Dales. It'll only be a week you know that and Ill tell you what, Ill bring extra Christmas presents. â€Å"Do be careful Mr. Jerome,† said the nursemaid as she ushered the children onto the pavement. â€Å"l will,† Mr. Jerome said as the children chorused goodbyes , he climbed into the carriage and with a flick of the driver's reins the arraign picked up speed down the misty London street. He vaguely remembered the trai n Journey as the inky blackness swept past, punctuated by lights of villages. He Intended to collect family heirlooms and other valuables to distribute to his family back In London. The dark looming mass of the house had dwarfed him as he had stepped off the carriage.Its Imposing bulk seemed to swallow all living things through its gloomy shaded windows and solid looking front door. It was big enough to take a week to go through all the rooms to get what he needed, then sort them. Lang resounded throughout his head as the huge chandelier was savagely picked up and hurled Into the solid wooden front doors. Then there was a deafening silence In the house. The rain continued to beat down outside and the wind ripped at the garden but the house was silent once more.Rubbing his head, he climbed the grand staircase, still wary of the ghost of his mother. He made his way to the study where there were three traveling trunks, two of which were full of the valuables and the other was to be fil led with Important documents. There was the distinctive tang of smoke but his thoughts were on other things. The door handle felt unusually warm as he opened leaping flames that had already consumed his traveling trunks and was taking hold of the rest of the room in a fiery, swirling inferno.Coughing from the swirling smoke he stumbled into the hallway. It was spreading rapidly, too fast to be any normal fire. His mother, he thought, she was burning down the house, the house he had been brought up in, the house she had lived in for over 60 years. As he watched, smoke streamed out of other rooms in tendrils and the smell of smoke was overpowering. He was trapped; he was going to be burned alive, scorched and screaming in this twisted, sick house.

Impact of Stress on Student Health Essay

The impact of stress on students who attend college or universtiy has a tangible negative effect on both physical health, and mental health. Many healthy habits from living at home (such as eating well) become obsolete, and students face a lot more deadlines as well as new responsibilities when they move away from home to go to school. Addition of stressors to a persons life not only has an effect on physical health, but it can change the way we behave and feel. Stress affects people on a physical and mental level, and it is important that we acknowledge the overwhelming nature of stress so we can properly take care of ourselves. Stress is able to have an effect on physical health because stress keeps your body in a perpetual state of fight-or-flight by producing cortisol, which is a hormone produced by the body to respond to stress. Cortisol is useful in fight-or-flight situations because: it heightens memory functions, lowers sensitivity to pain, and allows for a quick burst of energy. Elizabeth Scott, in her article Cortisol and Stress: How to Stay Healthy, states that â€Å"While cortisol is an important and helpful part of the body’s response to stress, it’s important that the body’s relaxation response be activated so the body’s functions can return to normal following a stressful event (Scott, 2011).† The problem with constant elevated levels of cortisol is that it â€Å"can weaken the activity of the immune system by preventing proliferation of T-cells (Kennedy, 2012).† Mental health is also effected by stress in students. The demand for work output increases heavily when multiple classes begin scheduling projects and tests at the same time which often makes everyone on campus feel overwhelmed. Ultimately, stress causes unnecessary frustration and tension in the b ody which makes it more difficult to learn. According to an article on dealing with stress, some of the effects of stress on thoughts, feelings and behavior are: anger, anxiety, burnout, depression, feeling of insecurity, forgetfulness, irritability, problem concentrating, restlessness, sadness, fatigue, eating too much, not eating enough, sudden angry outbursts, drug abuse, and relationship problems (Nordqvist, 2009). Female rats were repeatedly stressed in an experiment, and their litters grew up to have altered long-term memory and cognitive alterations (Lordi, B., V. Patin, P. Protais, D. Mellier, and J. Caston. N.p., Aug. 2000.). Stress in the classroom has a real potential to hamper learning capabilities. Feeling overwhelmed or flustered puts students in a state of mind where they will have difficulties paying attention and retaining information in the classroom because they are distracted by one of the vast, trivial stressors in their life. A good example of the mental distraction students deal with would be going to be d and thinking you left the oven on. It would be extremely difficult to get to sleep until you got up to check the oven. It is important for students to recognize how stress can play a role in our lives because if we manage stress it is much healthier for our bodies (and grades) in the long run. Maintaining regular habits and doing assignments sooner than later, and learning to relax in stressful situations will keep your body from entering into a state of constant tension. Stress is a function that is beneficial in certain situations, but stress in modern times is mostly caused by school or work because the human body is still the same as it was when people were hunter/gatherers; it is not made for the traditional five-day work week. Stress has a negative impact on student health, but more importantly it has a negative effect on student grades. Works Cited Kennedy, Ron. â€Å"Cortisol (Hydrocortisone)†. The Doctors’ Medical Library. Retrieved 2012-11-19. . Lordi, B., V. Patin, P. Protais, D. Mellier, and J. Caston. N.p., Aug. 2000. Web. Nordqvist, Christian. â€Å"What Is Stress? How To Deal With Stress.† Medical News Today. MediLexicon International, 11 Apr. 2009. Web. 20 Nov. 2012. . Scott, Elizabeth. â€Å"Cortisol and Stress: How to Stay Healthy.† About.com Stress Management. About.com, 22 Sept. 2011. Web. 19 Nov. 2012.

Share your perspective on leadership in the workplace and describe how Essay

Share your perspective on leadership in the workplace and describe how it has been shaped by the increasing influence of globalization - Essay Example This paper focuses on identifying few underlying factors that affect leadership methods in the contemporary organizational setup. McShane states, â€Å"Globalization refers to economic, social and cultural connectivity with people in other parts of the world† (p.8). From this perspective, globalization has serious implications for business leaders, especially in multinational organizations. These organizations require diverse workforce as well as diverse leaders that possess awareness of influence of cultural, political and social aspects on business. Globalization has resulted in easier accessibility of technology, information, data and products/services. It has also resulted in stiffer competition among organizations and greater passion of people to achieve more in less time, contrary to the conventional steady growth rate powered by profits and bureaucracy. Leaders in contemporary workplace embody these implications in the form of aggression in their business conduct, growth and aspirations. As a result, evidences of businesses booming and going bust have surfaced in recent past. Secondly, globalization has caused organizational struggle for existence, and sustenance is extremely difficult besides opening up opportunities to expand and develop. These opportunities have in fact caused paradigm shifts of leaders in different parts of the world. For instance, the Chinese managers are becoming increasingly individualistic contrary to their collectivistic culture. The research also reveals lowered commitment of new managers to their traditional values, here Confucianism (Ralston et al, 425). Mindset of future managers is changing rapidly towards embracing global strategies and challenges, which means leaders/managers are adapting to international management styles irrespective of their cultural background (Peng & Shin, 179). Despite leaders’ adjustments to the process of globalization, many businesses continue

Legal Thinking Assignment Example | Topics and Well Written Essays - 250 words

Legal Thinking - Assignment Example In inertial, the consistency in principle supposes that people are entitled to legal rights that follow from legislation and precedents that enforce coercion. Legal Interpretivism would be most useful for front-line supervisors. The reason is that legal interpretivism holds that there is no distinction between law and morals and that morality is non-existence outside of the law. As such, legal interpretivism is usually opposed to natural law theory and that it decides the morality of any situation. Like the constructivist style, interpretivists focus on integrity and thus looks to what best justifies the law as a whole. Legal interpretivism has some similarities with both natural law and legal positivism schools of thought (Venter, par. 7-14). Natural law has some basics rules consisting of fairness, justice and also equity that â€Å"positive† law ought to respect. On the other hand, legal positivism states that laws are created by human societies but were not discovered by nature and that they do not have any inherent connection to either justice or ethics. Therefore, legal interpretivism agrees that there is an external purpose for the law and that the law is a product of human societies. Due to the merger of the two schools of thought, legal interpretivism would be most suitable for supervisors since they would be following both positive and natural

Cultural Awarenesss for the country of Germany Essay - 1

Cultural Awarenesss for the country of Germany - Essay Example However, practices such as the shaking of hands, mode of dressing, feeding habits and religious practices represent cultural practices. Consequently, these practices are not inborn; thus, they have to be developed based on various influences upon a person’s life. Culture is Social. This represents another characteristic of culture. It implies that culture cannot be isolated or individualized (Levine 6). Thus, culture is a collective and societal affair that involves socializing and interacting with different sets of people and communities. As a result, such interaction may result in the emergence of new cultural practices; thus, reinforcing the fact that culture is learnt and not inherited. Moreover, in regards to the sociological context, culture has to be shared. Hence, the beliefs, values and morals are shared by a group of people. Culture is Transient. This refers to the fact that culture has always been transferred from one generation to another. Accordingly, this can be achieved through various processes. For instance, children are able to learn numerous cultural traits from their parents through imitation (Philpott 206). This explains why those children who are brought up in abusive families often end up leading similar lives in their adulthood. Consequently, other modes of transmission of culture include use of language, poetry, literature and various forms of art. Culture is Continuous and Cumulative. This is owed to the fact that culture exists in a progressive state. Consequently, this phenomenon of culture changing with time contributes to its cumulative nature (Philpott 206). This is owed to the fact that human beings have the tendency to discover new inventions with the lapsing of time. Consequently, this results in the development of new cultural skills and knowledge; thus, creating a cumulative cultural process. For instance, during its

Utility and Demand Theory Term Paper Example | Topics and Well Written Essays - 1750 words

Utility and Demand Theory - Term Paper Example   Marginal utility is an important concept when analysing the demand theory, marginal utility refers to the additional utility derived from the consumption of one extra unit of a good.  Ã‚  From the above chart and table it is evident that total utility increases but at a decreasing rate, this is because there is a decline in the marginal utility or the additional utility gained from the consumption of one extra unit of a good.The utility theory is based on a number of assumptions and they include the following: I. Consumers aim at maximising their utility level. Consumers will prefer more of a good than less. When we have good Y and X the consumer will prefer X to Y or Y to X.IV. If the consumer prefers Y to X, and that he or she prefers X to K then the customer prefers Y to K.V. The consumers experience diminishing marginal utility when the number of units of a good increases  The number of units of goods consumed will be determined by the level of income, the level of income will determine the maximum number of units that can be purchased and therefore this aids in the development of a budget line. The opportunity cost will also determine the number of units consumed of a good, and finally, the number of units consumed will be determined by the level of utility derived. (Neumann, J, 2000)Given two goods Y and X and given that the price of X = 10 and price of Y = 15, also given that the level of income is 150 then the budget line will be determined as follows.

How does the Islamic religion influence Islamic law Essay

How does the Islamic religion influence Islamic law - Essay Example From the birth to the death, the Muslims across the globe hear the holy sounds of Quran. The holy Quran is regarded as the guide for the lives of all the Muslims across the globe. All Islamic principles and ethics are embedded in it. The finer aspects of Islam and the Islamic Law are ingrained in the holy Quran. The spread of the Islam in this world has been phenomenal. Starting from the cities of the Makkah and Madinah in the Arabian world, the message of the Islam spread at lightning speed. Within 100 years since the death of the Prophet Mohamed, the messages of Islam spread to three continents of the world. In the Western world, the ordinary believe is that that region of Islam has spread at electrifying pace through bloody wars. But this is not true. The sheer appeal of the new Islam religion enticed people to believe in Islamism. The unflinching belief in the existence of One God and the strong emphasis and trust upon His divinity led to large numbers of people embracing Islam. Another important feature of the Islam was that it never adopted the policy to forcefully covert people to Islamism. Even in the modern times, in many Muslim dominated areas in the world, the people of other religions like the Jews and the Christians continued to follow their own religious ideologies.2. Whatsoever, the Islams spread at a rapid pace. The Turks accepted Islamism peacefully. Besides this, many Malay-speaking people and many people in the Indian subcontinent embraced Islamism. Even in many countries in the African and the South American continent, which were under the powerful colonial rulers of the Europe, the Islamism continued to flourish3. It is estimated that the Muslim population throughout the world is in the range 0.7 to 1.8 billion. Nearly one-fourth of the people in the world are adherents of Islam whereas 33% of the world population follows Christianity—by far the largest religion in the world. Given the rising number of followers of Islam, it is estim ated that Muslim will be the largest religion in the world by the middle of the twenty first century4. Indonesia, Pakistan, India, Bangladesh and Nigeria are the most populous Muslim nations. Of the total Muslims in the world, 25% live in the Middle East. In the US, around 6 million people are Muslims5. Living in a multicultural society brings together people from all religious practices, cultures and religions. The impact of law is seen by the different behaviors of people and the consequences they face for their actions. For instance the controversies surrounding headscarves worn by students in Turkish educational institutions and death sentence imparted to women owing to illegal sexual liaisons raise questions in our mind with respect to the origin of such measures or consequences. For the Islamic countries adherence to the Islamic law is important for the social progress in these nations. The administrations are compelled to encounter a disaster of identity and finds its politic al legitimacy challenged such that they will have to alter the principles and the legal structure within the Islamic frame6. The government feels the pressure of incorporating tenets of the Islamic law into the system and therefore some Muslims recommend the realization of the Sharia or the â€Å"Islamization of prevalent law†. The term ‘sharia’ is an Arabic phrase for ‘track’ or ‘road’. â€Å"The term itself actually derives from the noun ‘shara’a’, which reflects the idea of ‘a system of divine law’†7. Susie Steiner (2002), the author of the article ‘

Strategic Plan Research Paper Example | Topics and Well Written Essays - 2250 words

Strategic Plan - Research Paper Example However, a good amount of investment can increase the profitability and revenues from the company products. It is a very old company in the processed food market that is the reason due to which people are used to buy their products as in their daily use groceries. The possible risks to the company and its products which is due to the unavailability and lack in marketing strategies are highlighted in the report. In addition, the suggested recommendations and contingency plans will help investors to understand the opportunities, possible solution plans and implementation strategies. Need to hire more employees for promotional activities and requirement for more budget investment is highlighted in this report. However, the maximum revenue generation and profit maximization opportunities are visible in this report for investors. It is because the B&G foods Company already have a good brand image and people are found of using its products. The purpose of the paper is to analyze the current strategies of the B&G Foods Inc. and suggest improvement in their strategic planning. It will help to propose investors to invest in the project to maximize the sales and profits. In addition, by providing the details about the current strategies, company background and other details of the strategic plan of the company, it will be easy to attract the investors about the trustworthiness of the B&G Company. The focus for strategic planning will remain on the recommendations to the board or venture of the capital firm to obtain approval for funding of the suggested plan. The selected company from Russell 2000 Index is B&G Foods, Inc. It is the distributor, manufacturer and seller of shelf-stable food products and household products in the United States, Puerto Rico, and Canada. The Bloch and Guggenheimer founded B&G in 1996, and it is headquartered in Parsippany, New Jersey. B&G grew its business by building large retail and food service within the

Arguments upon the American dream Essay Example | Topics and Well Written Essays - 1000 words

Arguments upon the American dream - Essay Example As stated by renowned American author, F. Scott Fitzgerald, in the novel ‘The Great Gatsby’, the American dream is the pursuit of happiness. Every American man has been trying his best in order to do better and earn more by getting a better job. In the novel, the protagonists, or the members of the family try their best to achieve as many possessions as they can as well as acquire wealth and make something of themselves. They each have a dream of their own and try their level best to achieve the status of a rich person. In the modern day and age as well, most Americans share the same dream and have tried their best to climb up on the wealth ladder in order to be able to have a higher purchasing power so that they can earn a higher status for themselves in society and be able to demand for more products. (The American Dream - F. Scott Fitzgerald) However, this very dream has been denounced according to the American people, commonly known as the Whites, because of the influx of a large population that has been setting and establishing itself within America, for a very long time. The Whites feel prejudice within their hearts against immigrants for the sole reason that they feel that the other people have been taking their jobs away and have thus, in the process, taken away their ‘American dream’. Because of this, the Whites are not being able to fulfil their desires due to the shortage of jobs and employment opportunities as well as seats in educational institutions, schools and colleges. The White race within the confines of the United States has also been shifting over the years because of migrations by people from different countries, belonging to different races. According to a number of reports, over the years, the shift has been so much that half of America consists of the Whites now and the rest of it consis ts of people belonging to other races, mostly the Blacks and the Browns. (Government Census) A race is a line of people measured on the basis of their skin colour; there are a number of people that are ‘racists’ or those that discriminate on the basis of a person’s skin colour and do not offer him jobs or educational opportunities because of the same reason. For a long time, White people have been known to be racists because there has been a history of them discriminating against people belonging to other races. Today in America people belonging to other races have been facing this problem very harshly and are finding it difficult to survive there. The Whites simply mention that they are forced to take these steps in order for them to be able to retain their jobs and other opportunities and not have everything being given away to other people. Being racist is a bad thing because discrimination on any ground is not a civil action to carry out. However, for the mos t part, there is a certain amount that the country might lose out on by losing a White majority because a vast amount of industrialization has been brought about by the Whites. They have been able to contribute a great amount to the world of modern information and technology with the help of the advent of the internet as well as other global communication facilities. They have set the bar for the

Descartes Meditation Essay Example for Free

Descartes Meditation Essay 1. If Descartes’s aim is to find certainty, why does he proceed by doubting as many things as he can? He feels that as long as he goes on believing his old beliefs, laziness and habit will block him from receiving any truths. He feels that if he regards his beliefs in the same way as he does any falsehoods he can remain unbiased when judging information and only then will he receive real truths. 2. What reason does he give for doubting that the senses give knowledge? That a man asleep can have a realistic dream that he is having the same experiences as a man thats awake. 3. What does the experience of â€Å"dreams† show us concerning the senses? He talks about how real dreams appear even though they are proven to be deceiving. And if one can be deceived in a dream by all of their senses can they not also be deceived in reality by some supernatural demon. He says hypothetically that God may not have created earth, shapes, etc. and everything that we sense could be a form of deception. 4. Why can he doubt even that 2=3 = 5. He talks about the fact that he sometimes doubt others who claim to have the most perfect knowledge. And if that can be the case for them cant it also be possible for him to be wrong about â€Å"obvious† truths. Also, if one may feel that if Gods goodness would stop him from being deceived SOME of the time, wouldnt it stop him from being deceived ALL of the time since he is clearly deceived some of the time. Basically he is acknowledging the fact that he could be wrong.

Marxs critique of classical political economy

Marxs critique of classical political economy Classical political economy was a concept that dominated social thought within the nineteenth century; the development of such a period constituted a decisive stage within the attempt to understand the economic framework that essentially became relied upon for defining the basis of society. However Marx considered that the basis of the political economy ignored the prevalent relationship between elements of human alienation and exploitation that he argued derived from the inequalities caused by the condition of the capitalist political economy. When considering this further, Marx therefore relied upon an essential critique of the political economy in light of not only the previously mentioned relationship but similarly numerous other influential dynamics within the economy, as a consequence Marx continued to establish his critique of the economic system throughout his works in an attempt to ascertain true communism as a positive expression for the basis of society. The main concern when considering classical political economy is the regard of society as being a composition of various classes that functioned on the basis of economic purpose. Marx however recognised that in reality the theories surrounding classical political economy were unable to understand the significance of the economic purpose of the working class and the experienced struggle that consequently rooted itself within society. Marx therefore argued that the failure of classical political economy to separate human nature from the superficial construct of the economic class system possessed a dominant influence upon the ignorance of the proletarian class and the consequent focus upon the bourgeois class prevalent within society. Marx witnessed the inhumanity and irrationality surrounding human life and criticised it profusely in that the accepted capitalist economic system prevalent at the time considered it to be a natural occurrence with the progression of the economic system. As a consequence, Marx posited a class struggle between the proletarian and bourgeois economic classes, a struggle inherent and therefore inevitable within the capitalist, industrial society. With the increasing development of capitalism, class struggles became generalised across the economic system, Marxs critique consequently deemed class struggle as originating in the process of production and he therefore continued to argue that the conflict prevalent derives from the class antagonism of labour power. As a consequence of the class struggle the proletarian economic class were inevitably forced to sell their labour to achieve capital to survive and as a consequence Marx criticised that the capitalists had every intention of exploiting the labourers for maximum effectiveness within the production process, Capital is dead labor, which, vampire-like, lives only by sucking living labor, and lives the more, the more labor it sucks. (Marx: 1990: 257). To theorise how the aforementioned exploitation became the routine within classical political economy Marx criticised how capitalism employed a standard, recognised framework by which the bourgeois minority monopolised the labouring majority in order to gain the most efficient means of production. When considering the previous criticisms of exploitation the influence upon human nature must also be recognised; it can be philosophised that Marx recognised that humans are fundamentally natural producers as he defined labour as mans self-confirm ing essence (Marx: 1833) and Marx therefore implemented a critique towards the evident distortion capitalism roots within human nature. It could be argued that the evident exploitation alienates the labourer from not only the act of production but similarly distances them from the products of their labour and as a consequence it has been argued that the alienation present becomes a process in which humanity progressively transforms into a stranger in a world created by labour (Swingewood: 2000). Furthermore, Marx continued to route his critique of the classical political economy within the establishment and understanding of the capitalist division of labour and its consequent exploitation and oppression of the proletarian economic class. Marx recognised that the division of labour within the economy succeeded in the efficient formation of profit and value and essentially agreed with Smith in that labour was the only real resource that constituted a productive economy yet his fundamental criticism was based upon the consequent exploitation of the labourer and their constant struggle within the economic system. Marx recognised within Smiths understanding of the political economy that he initially instigated an analysis of the capitalist mode of production. However, Marx continued to characterise that Smith in fact pays no concern to the operation of the inner foundations of the economic system and instead criticises Smith for merely recognising the immediate external and super ficial extraction of the benefits resulting from the successful implementation of the capitalist mode of production. When considering Smiths perspective further it becomes immediately evident that he accepted the proletarian struggle deriving from the economic division of labour as inconsequential and therefore argued that the exploitation was in fact the most successful method of capitalist production, consequently it could be argued that Smith degraded labourers to an abstract commodity within the production process as opposed to a living being. Furthermore, Marx criticised that Smith accepted that the desirability of the high productivity rate within his theory of the division of labour outweighed the evident exploitative costs, Political economy regards the proletarian like a horse, he must receive enough to enable him to work. It does not consider him, during the time when he is not working, as a human being (Marx: 1969), the consequent exploitation of the value of the labourer s contribution represented a qualitative increase in productivity within the production process and therefore an increase in profit for the bourgeois economic class regardless of the abhorrent conditions under which labourers are forced to work. It is therefore apparent as to Marxs justification behind his critique; Marx argued that Smiths dominantly capitalist perspective failed to initially recognise and therefore appreciate the standard of conditions that the proletarian labourers are forced to accept as adequate. Within the prevalence of the capitalist mode of production it can be considered that another fundamental element concerning the political economy is the recognition of the influence that the division of labour possesses upon the economic system. As a consequence of this, Ricardo proposed the Labour Theory of Value in an attempt to further understand the influence of labour value upon capitalist production techniques. The aforementioned theory proposes that the recognised value of goods is directly proportional to the extent of labour required throughout production. However, it is argued that Marx criticised that Ricardos thesis was essentially incomplete when considering the capitalist political economy as it disregards the exploitive nature of the income distribution between the bourgeois and the proletariat economic classes. Marx continued to criticise the capitalist mode of production as he connotes that the exchange value of goods was in fact deserved by the worker as opposed to the autocratic rule of the capitalist, however, as a consequence Marx proposed the concept of surplus value as a critique of the capitalist political economy. For Marx, the dominant increase in productivity resulted from the competitive and exploitive nature of the capitalists strife to obtain the maximum surplus value, or profit, possible from goods; it could therefore be argued that the surplus value obtained derives from the essentially unpaid labour appropriated by the capitalists within political economy. When considering the presentation of the aforementioned critique philosophised by Marx, his attempt to provide a solution for the criticisms of the political economy must also be examined. It could be argued that throughout his entire critique his desire to ascertain a sense of true communism within society evidently underpinned his justification behind his arguments. Marx essentially fought for the recognition of labour as an important factor within the capitalist production process; he proposed that through the implementation of true communism society could achieve and withhold a beneficial economic system Communism deprives no man of the ability to appropriate the fruits of his labour. The only thing it deprives him of is the ability to enslave others by means of such appropriations. (Marx: 2002) Marx continued to portray how communism would in turn regard the importance of the whole of society as opposed to the bourgeois minority. He consequently urged for the removal of the ineq ualities he continually criticised throughout the political economy and continued to justify such criticisms through arguing that the complete abolition of private property would equate to the removal of inequalities and eventually the elimination of the class struggle. Furthermore, it must be recognised that the political economy was premised upon the notion of private property and material ownership and when considering this further Marx argued that private property wasnt an explanation captured within the essence of human nature but rather a superficially constructed consequence of the political economies regard for the stratification of the economic class system. Ultimately, Marx argued for the free expression of everyone within society and the consequent desirability that rooted itself within his argument for communism as it was reliant upon the recognition of human freedom within the production process. In conclusion it is evident that the basis for Marxs critique of political economy is reliant upon the implications of the negative relationship established between the abstract regard of labour and the consequent human alienation present within the capitalist economic structure. Such critique continued through to his perspective of Smith and Ricardo and the apparent recognition Marx felt toward the evident disregard for the proletarian economic class. Ultimately it has been argued that Marxs desire for true communism, particularly when concerning the freedom of human nature, has established that the dominant criticism throughout the evaluation of classical political economy is the concept of the exploitive nature of the capitalist mode of production and the implications for inequalities that are established within society as a consequence of such a struggle.

Pete Sampras Essay -- essays research papers fc

Pete Sampras the American Sensation The reason why I chose to do my research paper on Pete Sampras is because I love to play tennis, and Pete is the greatest tennis player alive. I have always made him my role model, and I hope to one day meet him. I try and model my tennis game after his and it has really helped my tennis game. Pete Sampras is my childhood hero, and that is the reason why I chose the topic of Pete Sampras. Pete was born on August 12, 1971. in Washington, DC. Although Pete was born in Washington, he grew up in Palos Verdes, California. Pete is a direct descendent of Sam and Georgia Sampras. Pete has three Siblings one elder and two younger. The elder sibling is Stella, the current head tennis coach at UCLA. Pete's younger sister Marion has not decided on a career yet, and Pete's third sibling is his only brother, Gus who is the Current Assistant Tournament Director at Scottsdale ATP Tour Event (Role Models). Pete began playing tennis at the age of seven, and when he was nine, his father asked Pete Fischer, a physician and amateur player, to hit with his son. Fischer was so impressed with Pete's ability, he became Pete's personal coach. When Pete was eleven, he had the opportunity to hit with his childhood hero Rod Laver. Pete later told his coach that he was so nervous he couldn't get the ball over the net. Pete rarely won a major junior tournament. Fischer believed that someone of his talent should play up in age groups against older and stronger players to develop his all around game. When Pete reached the age of 14, Fischer changed Pete's two-handed backhand to a one-handed. At the same time of his backhand switch Fischer switched Pete from a safe defensive baseliner to a risky serve and volleyer. The reason he did this was to try and make Pete feel much more laid back and in the end it worked. Pete turned pro at the age of 16 following his junior year in high-school. By the late 1980's, Pete split with his coach Pete Fischer because Pete felt that Fischer was an overbearing perfectionist. After the split with Fischer, Pete picked up a new coach, Tim Gullikson. Tim Gullikson showed Pete the value of playing percentage tennis--going for smart, conservative shots rather than flashy, difficult ones. On May 3, 1996, Gullik... ...aw: 96 R128 Bye, () N/A R64 Kiefer, Nicolas (GER ) 36 6-3 3-6 6-3 R32 Roddick, Andy (USA ) 131 6-7(2) 3-6 (S.L. Price) As you can see Pete has had a few wins but about two years ago, the peak of his career, he wouldn't have lost to any of those players. If you noticed in the Miami Ericsson open he was beat by Andy Roddick a young 19 year old player who just turned pro. That just reinstates my point that he will not be able to keep up with the young up and comers. WORKS CITED 1. " Role Models on the Web: Pete Sampras" April 27, 2000 Available: www.rolemodel.net/Sampras/Sampras.html April 27, 2001 2. Price, S.L. "The Passion of Pete Sampras." Sports Illustrated May 26 1997: 56-63 3. "Pete Sampras." Current Biography. 14th edition. The HW Publishing Company 233-242

Among School Children :: miscellaneous

Among School Children It’s amazing how you can grow up and forget childhood-excitement, or the feeling of it. I was watching a whole lot of small children a while ago and was sad to realise that I’ve lost some of the wonder of being a child. I was near to a sweet stall and it was amazing to just see the looks on the children’s faces as their gaze fell upon the colourful treasure. Their eyes glowed and all of a sudden their hands transformed into magnets, attracted to the sweets. Some would just walk to the stall, grab a sweet and shove it in their mouth before anyone could stop them. I saw twins, a boy and a girl about two years old. They both had huge blue eyes and couldn’t resist reaching out to the sweets. Their mother tried desperately to stop them and the little girl looked at her with those irresistible eyes and smiled as if to say, â€Å"How can you resist me?† All the while the mother was probably worrying about them getting rotten teeth. We have forgotten the innocence of childhood and sometimes cannot see just the positive aspects of things. Another little girl, about five years old, brought a friend to choose some sweets. While choosing what they wanted, the little girl pointed to some and said, â€Å"Those are bubblegum. But you can’t have them.† Her friend asked her why and she answered, â€Å"Because I’m not allowed to.† We sometimes forget how to appreciate and enjoy a moment to the fullest. When children see their friends it’s as if just seeing them gives them an enormous amount of energy. They run up to them shouting in excitement and immediately they run off together to play. Children are able to show their true emotions in a way grownups can’t/won’t. They don’t worry about other peoples reactions, they act on impulse. Sometimes I think that we burden children with our worries and fears and in a way we steal their treasured childhood. Instead of forcing them to rely on their imagination, we just switch on the television and let actors entertain them. Children become desensitised because we expect them to handle things that are beyond their understanding. We trap their abundant energy by feeding them junk to keep them quiet and buying playstations to keep them occupied instead of letting them run around and play, and then fall asleep, exhausted, to their own dreams not simulated ones.

Statesman VS Politician Essay -- essays research papers

When talking about a person who is trying to run for election in our country, two terms get thrown around loosely, a politician and a statesman. However, there is a difference between the two. A Politician is a leader engaged in civil administration whose main objective is to get elected. Human affairs are not that important to him, he just wants the title. A Statesman however takes interest in human affairs and works for the common good to help people. (http://www.dictionary.com)   Ã‚  Ã‚  Ã‚  Ã‚  George Washington can be defined as a Statesman. Washington always kept the common good for people in mind. When it was time to choose the first president of the United States of America, George Washington was unanimously voted. George Washington wanted to make sure that the citizens of the United States were all recognized so he traveled the country meeting them, assuring them he was there for the good of the people. (George Washington, American Political Leaders)   Ã‚  Ã‚  Ã‚  Ã‚  Aaron Burr, unlike George Washington, is classified as a Politician. Aaron Burr is known for killing Alexander Hamilton in a duel, but it is his ruthless personality that has him most remembered. Burr was most concerned in the title he wanted to win, rather than the good of the people. He took a dislike to Alexander Hamilton after meeting him in the Revolution and they soon became rival Politicians in New York. Burr had a seat in the Senate, but was defeated in reelection. Burr ...

Coordinated School Health Programs Essay

1.Identify the eight components of a coordinated school health program. The eight components of coordinated school health consist of the following services: 1. Health education is taught to K-12 students on ways to make healthy decisions through health literacy. 2. Physical education is a sequential K-12 curriculum that provides cognitive content and learning experiences in a variety of activity areas. 3. Health services are designed to ensure access or referral to primary health care services or both. 4. Nutrition services should provide access to a variety of nutritious and appealing meals that accommodate the health and nutrition needs of all students. 5. Counseling, psychological, and social services is provided to improve students’ mental, emotional, and social health and includes individual and group assessments, interventions, and referrals. 6. Healthy and safe school environment includes the physical and aesthetic surroundings and the psychosocial climate and culture of the school. 7. Health promotion for staff can provide opportunities fo r school staff members to improve their health status through activities such as health assessments, health education, and health-related fitness activities. 8. Family and community involvement is the combination of school, parent, and community that enriches the health and well-being of students. 2.SCHOOL/DISTRICT-BASED STUDENTS: Identify the components of a CSHP that are functional in your school and/or district. Briefly explain if, or how, these components coordinate their programs and activities. Not applicable. NON-SCHOOL-BASED STUDENTS: In your current or future position, describe how you could support a district’s or school’s CSHP. The United States Department of Education indicates the effects of bullying can have a lifelong negative impact on the lives of youths. Besides bullying being one of the number causes of death among youths, especially boys, it increases the chance of academic failure, health problems (e.g., mental and physical), low self-esteem, and increases the inability to connect socially with others, especially peers. In my future position as an educator, I would be supportive and proactive in a CSPH that is aimed at preventing bullying because nowadays, it is crucial that schools provide a safer school and community environment that also prevent teen suicide, decrease school failure, and the drop-out rates. I would create ways for students to be creative in their personal and academics efforts that would build positive social interactions through attributes that includes respect, tolerance, and self-discipline. Most importantly, I would be diligent in my efforts on teaching students how to list en and solve problems in positive ways, by providing them with the tools, such as referrals to prevention programs, counseling or psychologists to aid them and prevent negative outcomes on them physically and educationally. 3.In this age of academic accountability in public schools, CSHPs need to demonstrate a positive impact on academic achievement in order to receive maximum support. Briefly summarize the research that supports this position and describe improvements most needed in CSHPs. Academic achievement and success of youths is linked to their health. According to research from the Center for Disease and Control (CDC) school health programs reduces the frequency of health risk behaviors among young people, and good health has shown to have a positive effect on academic performance. The CDC provides ways in which CSHPs can maximize their support to improve the well-being of young people through educating them on their health. The CDC analyzes research findings to develop guidelines and strategies for CSHPs program to address health risk behaviors among students by creating tools to help schools implement certain guidelines through four overlapping interdependent goals. Through resources and concurrent coordinated approach from education, health, and social service agencies, the goals of CSHPs must includes ways to increase health knowledge, attitudes, and skills, which has to increase positive health behaviors and health outcomes among youths, and ultimately, the results must have a positive impact on young people that improves their educational and social outcomes.

Alternative education Essay

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights. Etymology Etymologically, the word â€Å"education† is derived from the Latin educatio from educo which is related to the homonym educo from e- and †duco . Type of education Education can take place in formal or informal educational settings. Formal education Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula. Curriculum In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences. Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. Preschools The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate. While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. † This period of education is very important in the formative years of the child. Teachers with special skills and training are needed at this time to nurture the children to develop their potentials. Primary schools Primary education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Secondary schools In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, â€Å"post-secondary†, or â€Å"higher† education for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories, that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. Alternative Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education . This may include not only forms of education designed for students with special needs, but also forms of education designed for a general audience and employing alternative educational philosophies and methods. Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, homeschooling and autodidacticism vary, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community. Alternative education may also allow for independent learning and engaging class activities. Special In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning. Vocational Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. Informal education Autodidacticism Autodidacticism is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is â€Å"learning on your own† or â€Å"by yourself†, and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorbing process. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln, Srinivasa Ramanujan, Michael Faraday, Charles Darwin, Thomas Alva Edison, Tadao Ando, George Bernard Shaw, Frank Zappa,and Leonardo da Vinci . Indigenous Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students. † Education through recreation The concept of education through recreation was first applied to childhood development in the 19th century. In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. L. P. Jacks, also an early proponent of lifelong learning, described education through recreation: â€Å"A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well. † Education through recreation is the opportunity to learn in a seamless fashion through all of life’s activities. The concept has been revived by the University of Western Ontario to teach anatomy to medical students. Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, Caltech. It has been called the biggest change in the way we learn since the printing press. Many people despite favorable studies on effectiveness may still desire to choose traditional campus education for social and cultural reasons. The conventional merit system degree is currently not as common in open education as it is in campus universities. Although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Currently many of the major open education sources offer their own form of certificate. Due to the popularity of open education these new kind of academic certificates are gaining more respect and equal â€Å"academic value† to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on campus education that is not often directly offered from open education. Examples of this are people in open education forming study groups, meetups and movements such as UnCollege. Liberal arts colleges A liberal arts institution can be defined as a â€Å"college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. † Although what is known today as the liberal arts college began in Europe, the term is more commonly associated with Universities in the United States. Community colleges A nonresidential junior college offering courses to people living in a particular area. Learning modalities There has been much interest in learning modalities and styles over the last two decades. The most commonly employed learning modalities are: Visual: learning based on observation and seeing what is being learned. Auditory: learning based on listening to instructions/information. Kinesthetic: learning based on movement, e. g. hands-on work and engaging in activities. Other commonly-employed modalities include musical, interpersonal, verbal, logical, and intrapersonal. Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung, focus on understanding how people’s personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc’s Type Delineator follows a similar but more simplified approach. Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued â€Å"there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. † Instruction Instruction is the facilitation of another’s learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline.

Mobile Phone Usage Among College Students Essay

1. Introduction A mobile phone or mobile (also called cellphone and handphone) is an electronic device used for mobile telecommunications (mobile telephone, text messaging or data transmission) over a cellular network of specialized base stations known as cell sites. Most current cell phones connect to a cellular network consisting of switching points and base stations (cell sites) owned by a mobile network operator. In addition to the standard voice function, current mobile phones may support many additional services, and accessories, such as SMS for text messaging, email, packet switching for access to the Internet, gaming, Bluetooth, infrared, camera with video recorder and MMS for sending and receiving photos and video, MP3 player, radio and GPS. The International Telecommunication Union estimated that mobile cellular subscriptions worldwide would reach approximately 4.6 billion by the end of 2009. Mobile phones have gained increased importance in the sector of information and communication tech nologies for development in the 2000s and have effectively started to reach the bottom of the economic pyramid. The Indian telecommunication industry, with about 506.04 million mobile phone connections (Nov 2009)[update], is the third largest telecommunication network in the world and the second largest in terms of number of wireless connections (after China). India has become one of the fastest-growing mobile markets in the world. The mobile services were commercially launched in August 1995 in India. In the initial 5–6 years the average monthly subscribers additions were around 0.05 to 0.1 million only and the total mobile subscribers base in December 2002 stood at 10.5 millions. However, after the number of proactive initiatives taken by regulator and licensor, the monthly mobile subscriber additions increased to around 2 million per month in the year 2003-04 and 2004-05. Read more:  Essay About Harmful Effects of Mobile Phones on Students Kerala is the state with highest teledensity and the number of subscribers in the state has crossed 1.7 million. The increase in mobile phone usage in Kerala had been led by the growth in the state’s non-resident population and the fall in call rates. In its backward Malappuram district with a huge expat population, already there are more phones than people. It is with this understanding and regard that the mobile phone market has been burgeoning in India that we proceed to conduct this survey as an attempt to understand the mobile phone use pattern among the specific group – youth, by narrowing down the study in the campus of Sacred Heart College, Thevara. Over the years the bad side of technology has also been brought to forefront placing the onus of bad behaviour as always on the youth. It is an accepted fact that mobile technology has corroded the lives of many young people and has reduced their productivity within the college campus. This study, then, while being a trend analysis survey, is also relevant in the context that it attempts to bring out solutions to this problem of â€Å"mob menace-on-campus† on the basis of the responses of the students (purported victims) in question. 2. Objectives The objectives of this survey may be drawn out as follows; a. To identify the average number of students using mobile phones within the campus b. To identify the income versus consumption pattern with respect to purchase and further spending on mobile phones by students who use mobile phones c. Sketch the current trends in mobile phone usage among students d. Understand whether a majority have the propensity to get into trouble using mobile phones e. Come up with possible solutions to reducing mobile phone menace within the campus 3. Methodology In keeping with the above stated objectives, we adopted the methodology of simple random sampling to attain a sample of 77 students in the ratio of 1:2:4 for 1st years, 2nd years and 3rd years respectively, accounting for a total of 11 departments offering undergraduate courses within the college. Therefore we have a total of 11 first years, 22 second years and 44 third years. The third years who have been acclimatized with the college  surroundings provide the most reliable and consistent data, first years stand on unsure ground and 2nd years show rebellious tendencies. Of these, a majority of trends were analysed on the basis of responses of only 64 (out of 77) students who possessed mobiles within the campus. The survey was conducted with the help of a written questionnaire consisting of a variety of questions numbering a total of 31 (see Appendix I). 4. Findings and Conclusions Before moving to the major conclusions derived from the survey, it would be worthwhile to understand the basic characteristics of the sample of 77 students surveyed. 4.1 Basic Characteristics[1] Among those surveyed:  a. 58% are females, with relatively more male samples (55%) coming only among second years b. 56% fall under the age group 18-20, the remaining in 20-22 group c. Arts and Science groups together contribute more to the total sample strength, in keeping with the relatively greater number of departments that they have in the college. d. 75% of the respondents are day-scholars e. A small percentage of 31% of respondents are engaged in any form of part-time or other income earning activities along with their studies, with the greatest contribution coming from 3rd year students of upto 34%. f. Overall 52% of the respondents claim monthly incomes of over Rs. 5000, but internal vagaries can be noted with about 36% of II year students putting their monthly income at only Rs. 1500-3000. g. Among those surveyed, a majority i.e. 83% confess to bringing and using mobile phones within the campus. The highest usage may be seen among the III years (91%) and lowest among II years (68%). From this we can deduce that on an average between 65 to 80% of all students in the college are using mobile phones within the campus. 4.2 Income-Spending Patterns in Mobile Use As against popular belief, mobiles are mostly seen as utilities rather than prestige goods by the students in that while 52% claimed incomes above Rs.5000 only 31% of the respondents actually possessed mobile phones ranging above Rs.5000. The entire 5% of respondents, who possess mobile costing over Rs.10, 000 not surprisingly, consists of male respondents reflecting male fondness for gadgets. A. Ownership of Mobile We also see that parents consider it a matter of great necessity that their wards possess mobile phones as even though 31% of the respondents worked, only 28% had purchased the mobile out of their own income. A big majority, 72% students, possessed mobiles with the complete knowledge and acceptance of parents. B. Monthly Spending on Mobile It is interesting to note that females are considerably frugal when it comes to spending money on mobile phones in lieu of recharges or normal bill payments, never going beyond an average of Rs.500/month. Males still have a tendency to cross Rs.500 with 24% of then doing so and a very small percentage (4%) dare to cross Rs.1000 a month. On an average, however, a good majority of 67% are able to limit their monthly expenses to less than Rs.300. This may be attributed primarily to the fact they use pre-paid mobile connections offering minimal top-up recharge cards aplenty in the market. 4.3 Trends in Mobile Usage To identify the current trends among mobile users in college we use the responses of 83% of respondents who confirm that they bring and use mobiles within the campus. The following are the major trends noticed. A. The most used mobile handsets: Nokia B. The most used type of mobile connection: Pre-paid 56 of the 64 respondents prefer to use pre-paid and not post-paid connections. The reasons may be that it allows cheap and easy recharge and prevents too much interference from the parents regarding usage and convoluted processes of bill payments. Further it also prevents over-the-budget use of mobiles by restricting the number of calls, messages etc that one can make during a given recharge period. C. Preferred Mobile Network: Airtel The top three mobile service providers among the students surveyed are Airtel, BSNL, and Vodafone. While Airtel being the leading provider was not a surprise result, BSNL emerging the second most popular service provider was quite against the expectations, given the recurrent troubles in connectivity and overall poor performance. However the attractively priced student plans must provide the incentive to purchase the connection. D. Most Communications go to Friends/Classmates While overall we see that friends/classmates surpass family in receiving communications from students, this marginal overtaking occurred in case of the III years alone. Among I years and II years family comes first in terms of maximum communications. Again, the 11% of people who agree to communicating most with their boyfriend/girlfriend may also seem as too small a percentage. Here again the III years (almost 9%, especially boys) were more given to accepting that they had relationships and frequently communicated with them. E. Primary time of use: Evening F. Service Most Used: SMS The top two services for which the mobile is used are to send SMSes and to enjoy music. Calls (ironically, the primary purpose of mobiles) come only third. The fact that GPRS facility is least used points to the fact that a  good majority of students are still not much acquainted with mobiles having higher end facilities. While analyzing the use of important mobile services, it would also help to separately present the behaviour of males and females in this regard. Even though females form a greater number of respondents, only 5% actually use the GPRS facility against 24% of males. A similar trend is seen in case of Camera/Video usage and also FM/music player. G. Most Popular form of communications: Forwards A whopping 42% of all respondents prefer to communicate via forwarded messages alone. This is primarily because of the numerous â€Å"free SMS† plans provided by the pre-paid connections. While they could make use of this facility to send personalized messages, a lack of sufficient personal thoughts to send to one’s friends and classmates (whom one meets everyday) and a relatively larger store of forwards traveling through the mobile networks, it affords a cheap and easy way to stay in touch. The second most preferred method of staying in touch is found to be missed calls. H. Main reason for bringing mobiles to college: Family While this may seem quite contradictory to the earlier result, note that earlier it was mentioned that only III years gave friends/classmates precedence to family. The trend is similar in this case as well. But over all keeping in touch with family is believed to be the main reason to bring mobiles to college. Our earlier conjecture that mobiles are no longer luxuries or prestige goods is revalidated here with only 4% of boys affirming that they bring mobiles in order to impress others. We can also safely state that the entertainment value of mobiles is of great importance to the students with an overall of 27% agreeing that they bring the mobiles to college only in order to listen to music or play games during free hours. 4.4 Mobiles: Danger or Saviour? Now, it is necessary to tackle the issue of propensity of the youth to entangle themselves in serious problems by using/misusing the services of  mobiles. The survey shows interesting results. A. Mobile as a tool for social networking? No! A majority of students seem to be aware of the dangers of making friends through the mobile and hence have successfully avoided any attempts to network using mobiles. But among the 13% of those who have been adventurous, it is quite disturbing to note that 75% are male students. B. Trends of Disturbing Calls/Messages? While a majority claim that they have definitely at various times received disturbing calls/messages from random unknown persons, only 22% admit to having sent such calls or messages. Again, the propensity to do so is higher in males (40% in males as against 10% in females). C. Knowledge of troubles related to Mobiles in college: Very Less D. Mobile as a Saviour? 4.4 Possible Solutions to Mobile Menace In order to postulate solutions to mobile phone menace on campus, we must first find out whether the students feel that mobile phones are actually a menace on campus. From the above section what we understand is that a good majority of students using mobiles are rational and mature preferring to stay away from troubles, known or unknown. And they have most often felt that mobiles are more helpful in contacting their close ones in times of difficulty. In this line, the result is that 44% don’t think mobiles are a menace (including those who don’t possess mobiles in campus). But at the same time 30% are also undecided between the advantages and disadvantages of having a mobile in college. Hence these results cannot be taken at face value. We need to probe further with regard to two specific problems namely, camera phones and loss of attentiveness in class. A. Yes to a Camera Ban Females, naturally being concerned about their safety, over the 3 years of college, uniformly support a ban on camera phones in college campuses. The trend among males is quite peculiar. A majority of first years and third years are in support whereas the number drastically falls in the case of second years. This can only be attributed to the fact that a majority of second years often go through a phase of rebellion within the college, where rational thinking becomes faint. The result is purposeful disregard of all bans and regulations, which is very evident throughout the survey. B. Yes to Mobile Jammer In case of the possible use of mobile jammer too we see that I years in all eagerness to please and learn are willing to comply with its use during class hours. The II year students are more prone to bunking, disregard and involvement in extra-curricular activities and hence both males and females are quite against the idea of mobile jamming during class hours (as that is when they would require the mobile most!). Again, once students enter III year being more conscientious and exam-oriented, they are more willing to comply with such a possible jam. Therefore the compliance behaviour of students varies greatly with their mental makeup, objectives and peer behaviour which changes from year to year. Universally it was felt that I year and III year responses were more grounded, rational and in keeping with objective decision-making process. C. Provision of Mobile Phones by College: A Possible Solution While camera ban may be partially effective, recurrent programmes and festivals prevent it from becoming fully functional. Mobile jammers (especially of partial formats) can involve huge technological costs and also real costs in terms of time lost in communicating between departments not only for students but also for faculty and other staff. Then what can be done? What we did with laptops/computers; make it available to students. It is obvious that even after successive bans mobiles are being used in the campus. The main reason as we have found is the need to stay in touch with family and friends, due to odd timings, blocks and other transportation  problems, and also as a source of entertainment. So what would be the response of students to a possible offer from the college to provide low end basic phones (all of which nowadays come with FM/Music player) to be used during the period of graduation? The only condition we put was an extra payment of Rs.500 (which can be seen as a refundable caution deposit) at the beginning of the course. And quite surprisingly, without any other incentive, 40% responded in affirmative; they are willing to use this facility. The most promising response came from III years where 50% said yes, and among I years 36%, but it was least in II years at 23%. While 40% may seem as a small number, it is also important to understand that the remaining 60% doesn’t completely disown this scheme. Instead there is a very important group; the ‘Can’t Say’ group. It has always been seen that these are the people who make or break plans. As much as 17% are undecided regarding the adoption of the scheme. They represent the group of people who carefully weigh incentives and take decisions. Since they have not received all information they desist from committing to the programme. On the other hand a string of incentives such as – free connections, group calling cards, self-payment (without interference, atleast at superficial levels, from college), pre-fed numbers for emergencies etc. would considerably shift the 17% towards yes. In case of indecision also we see that the II years are ahead, whereas III years who have confidence in the system, and understanding of the utility of mobiles have least indecision. One can ponder over the cost elements of making such a provision available, but doing that would not fall under the purview of this study. But a general note should be made that most companies would be willing to provide such facilities within the campus at low cost (in case of bulk supply). It is also interesting to note that among the 17% of students who don’t possess mobile phones, 38% (comprising of 60% girls) said yes, an equal number were undecided and only 24% said a strict no. They perhaps represent those students who are totally averse to use of mobile technology itself. Recent reports in newspapers surrounding this debate have also shown that parents are willing to accept such a provision (some parents themselves put  forward this idea). Our survey shows that, if it is implemented when students enter first year itself, there is a high chance of gaining uniformity in mobile usage (preventing any possible demonstration effects), almost completely eliminating camera phones (with the agreement of students), and a knowledge that ultimately it is the property of the college and must be returned with the trust that authorities have reposed in them would decrease chances of misuse. The idea is to come up with an incentivised plan to encourage students to make use of the facility if put into effect. It would also encourage teachers and students to reduce barriers and open all channels of communications at all times. In Conclusion: The mobile technology has undoubtedly spread through the college, but mostly as a utility rather than a luxury. But the fact that it provides outlet for entertainment makes it more endearing for the students. Male students are more likely to venture into the technological sides of the mobile while girls keep it basic. The spending is kept generally within limits of Rs.300/month. Other trends include a majority use of Nokia handsets with pre-paid connections, to communicate with family/friends. A good majority treats mobiles with safety and stay away from dangerous use. But the boys have a greater tendency to take risks in this regard. Generally mobiles are perceived more as a saviour than a danger. There is no possibility hence that they will stop using mobile phones, thereby making a ban ineffective. But logical sense prevails in that they are aware that camera bans are meant for their safety and security. Overall 44% are also tending toward a possible partial (during class hours only) use of mobile jammers as well. But it seems that if the college is willing to invest in low-end mobile phones for students, while it may not ensure 100% compliance and riddance to technology related problems, it can go a long way in ensuring uniformity, constant communications and closer links between authorities and students on the basis of trust and confidence.

Introduction to working with children Essay

There are three different provisions that provide care and education to children. Upton Infant School is a statutory provision; they are funded by the government. Upton Infant School educates and cares for children from 4 years to 7 years of age. They follow the National Curriculum, and the EYFS. They support and work with the children and family by observing the children, and producing written or verbal feedback to the parents; this can be done by holding parent evenings. They are also supporting the children and parents by having fully trained SEN staff in the setting; so they help the children who require additional support. (Upton Infants’ School, 2012) The DEBRA charity is an organisation which supports and helps to find a cure to heal or help the children and families that are suffering from a generic skin blistering condition. This condition is called Epidermolysis Bullosa (EB). This is a voluntary organisation; this is funded by the public. They support and help children of all ages from birth. They provide emotional and physical support for families coping with EB. (DEBRA, 2008-2012) Private provisions are organisations that make profits from their services. Buckholme Towers in Parkstone; is an independent day school and nursery, which cares for both boys and girls from 3 to 12 years of age. They provide classes for individual learning. The staff quickly gets to know pupils so that their strengths and talents and be enhanced, and their weaknesses are developed upon. They provide a supportive environment this makes the children feel secure and ready for challenges of school life. They support families that have children with; Emotional Needs, ADHD, Dyslexia, Asthma and Serious Allergy’s. (Poole Family Information Service, 2012) There are various legislations in the UK that supports working with children, these are:- Health And Safety At Work Act 1974 Children’s Act 1989 Children’s Act 2004 Children’s Act 2006 Equality Act 2010 United Convention On The Rights Of The Child 1989 Data Protection Act 1998 The Children’s Act 1989 came into force in October 1990. It aims to help children in every situation; at home, at day-care, or in full time care. Some of the principles are that the welfare of the child is paramount and every child has the right to be free from neglect and abuse, every child should be brought up by their parents, if the child is in need, help and guidance should be provided. Both parents and professionals should consult the child when decision making. (Beaver, et al, 2008) Children’s Act 2004 promotes the five outcomes for the Every Child Matters (2003) legislation for every child; this was created because some of the points in 1989 were not being done. These five points are; 1. Be healthy 2. Stay safe 3. Enjoy and achieve 4. Make a positive contribution 5. Achieve economic well-being (Beaver, et al, 2008) The needs of the child and family are central in the Children’s Act 2006. Local authorities must improve the outcomes for children less than 5 years of age. This was created to focus on the children in question and their families. This is where the EYFS came into practice. This was introduced to support the delivery of quality of education and care in the early years. This Act also entitles parents to get the information they need. (Beaver, et al, 2008) The United Convention On the Rights Of The Child came into force in 1989. This Act contains 54 articles. All the articles were put into place to ensure every child enjoys health and education; every child should be within a caring family and have the right of survival. Every child should be protected from exploitation and abuse at all times and should have the freedom to have their voice and opinions taken into account on significant issues. (Beaver, et al, 2008) The Data Protection Act was put into place in 1998, to protect Information of individuals as this is confidential. Other than the care worker, the information can only be shared between the guardian or parent and the child in question. It is very important that you maintain confidentiality when working with children. This is important because it protect the child in question and the family. (Legislation, 2012) Principles and values are very important when working with children. Principles are a professional rule of action of conduct. Values are beliefs and ideas that are shared between groups of people that are from the same culture. This is important because it will give you an understanding of what is good or desirable and what is not. (Tassoni, et al, 2007) Through positive relations the children learn to be strong and to be independent. According in the EYFS (2012) every child is a unique child; they can have a strong character, confident and are self-assured. Enabling environments are essential in helping the children develop and learn. Every child learns and develops in a different way, every child should be treated equally, and their needs to be taken into account. The education and care of all the children in early year’s provision, including children with special educational needs and disabilities, are covered by this framework. Without a unique child, positive relationships and enabling environment’s there would not be any learning and development. The CWDC principles are to reinforce that the welfare of the child and young person is paramount. The safeguarding, learning and development is reflected in practice and service provision. Practitioners work closely with parents as they are very important in their child’s upbringing, recognising they are the children’s most important careers and educators. The values of CWDC are that every child’s individuality is valued and respected and celebrated. Also the children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Self-esteem is very important to every child’s development. Also confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Best practice requires a continuous search improvement and self-awareness of how workers are perceived by others. (Children’s Workforce Development Council, 2012). Inclusion and diversity is very important in respecting and valuing each child at a place setting. If this is done correctly it should build the child’s confidence and improve their concentration. This will also remove learning barriers; whether this is emotional or learning where a child may need extra support. (Beaver, et al, 2008) Everyone is different and entitled to their own opinions this means everyone should get treated equally, as they are a unique child, this complies with the EYFS curriculum (Moylett.et al. 2012) According to article.10 UNCRC states that every child has the rights to be able to be heard, valued and listened to. ‘The United Nations Convention On The Rights Of The Child, article 12, says that we must listen to the child’s view and take those views into account in any planning that effects the child’ (Fajerman,2001:12). Both `the children and the staff are benefitting by taking into account the views and the opinions of the child. This builds upon the child’s self-esteem, the children become independent, creative learners, this also makes them aware they have rights and that they do matter. This benefits the staff because they gain an increased awareness of children’s needs, rights and abilities. Also the parents will benefit from this by them feeling involved with their children’s development and their contribution to the setting. (Fajerman, 2001) An example of the place settings giving the children the freedom to express themselves and have their own opinions is at tea time or snack time; this enables them to be able to decide what they want to eat from a plate of food. This way the children will eat what they like and feel valued. According to an early years consultant Margret Collins (2006) children with low self-esteem are timid and are easily bullied. They struggle to take up challenges, and rarely reach their full potential, on some cases people with low self-esteem look at themselves as a failure! On the other hand children with high self-esteem embrace new challenges and see themselves as a success. Children with high self-esteem do usually have an excellent relationship with their teachers as they receive praise. From September 2008, The EYFS emphasis that every person who cares for the children, e.g. child minders and the EYFS practitioners under the age of five have to show the evidence of ‘Look, Listen, and Note’. This shows what development stage the children are at and what the children like doing, also this gives the practitioner a clear understanding of what the child can do or not and if the child needs extra support or not. By doing this you are treating the children like individuals. (Renouf, 2008). People have different opinions this gives them a sense of themselves and others around them. They can also see how individual everyone is. (Graham, 2002). The children will learn that other people have different opinions and feelings; this enables them to be sensitive to others. They will learn that every child believes and their personal views on things can vary, every child has the right to, and need to be treated with respect. Encouraging children to talk about their opinions and their feelings is important because this will build greater relationships with the child and you will be able to understand and help that child more. It is also important for the child to express what they like or dislike doing, and why. (Graham, 2002) There are many professional skills that will support you when working with children. Some of the professional skills are being an effective practitioner: this covers everything from being empathetic and sensitive to having effective communication skills, Being professional: this includes skills such as being reliable and an anti-bias approach, and ensuring you know your roles and responsibility; this involves putting the needs and rights of the child and the family first. (Beaver, et al.2008) Professional standards are essential in working with children; this covers all the professional standards that are needed to be an affective practitioner. Time keeping; is essential because this reflects well on you. Regular attendance is an individual responsibility; you also need to make sure you have everything with you to get the best out of the day. Appropriate dress code; this is important as this will show you have self-respect and that you value the children by not wearing anything inappropriate. It is very important that everyone in each setting understand the different ways of communicating with individual children’s needs. (Beaver, et al, 2008) It is important that everyone smells fresh, and they need to ensure they regularly wash their hands during the course of the day. Smoking is not allowed in public areas, due to a new law that has been recently created. Workers who choose to smoke should do this by going off site, and out of sight of parents and the children. (Beaver, et al, 2008) It is also a good idea to take in hoody or spare clothing so that you do not smell of smoke when you go back. You could also chew on gum, but remember to get rid of it before you go back to the children. All of this is being an effective role model. Study skills are important to being an effective practitioner. Basic needs are the most important one of them all. Without fulfilling your personal needs you will not be able to get the most from your experience and learn properly. Even looking at things like your health and mental health is important, as if you are ill, you are unable to learn to the best of your abilities and get the most from your day. (Northedge, 2005) Motivation is needed in childcare; this is what gets you through the days. Self-motivation comes from deep within, only you can motivate yourself, someone else can only inspire you to do something. By setting yourself little goals, you are able to achieve big goals. (Beaver, et al, 2008) Time management is also important, and this will need to be developed, you need to be able to manage your home life with your college life-try to keep these separate. You need to make sure you are realistic with your time scales to do something, and to be able to do them to your best abilities. (Beaver, et al, 2008) Note taking is important in studying as you will not be able to remember everything that you have learnt over the course of the day. (Beaver, et al, 2008) Planning is essential in childcare, without planning nothing will run smoothly and the days will be hectic. It is also important to plan your assignments this will help you complete it to the deadline. There are many things that learning environments provide to help their students achieve. There things such as learner support, they will help you to improve your work to a higher standard, they provide all sorts of help with your assignments they help you to plan them, they can proof read and check for spellings, and they can help you with referencing. (Beaver, et al, 2008) In childcare it is very important to develop and maintain appropriate relationships with the children, parents and other professionals. A practitioner’s role is to behave in a professional manner. (Tassoni, et al, 2007) Bowlby attachment theory, helps understand relationships, he understands the relationships between; children and carers, and parents and EYP. EYP’s now understand that there will be some children that need a little extra time to feel secure in the setting. This benefits the child because they become more independent and confident. EYP work in partnership with parents, and they should never undermine the relationship between the parent and child. By having a good relationship between the parent and EYP, will benefit the child, this will meet the child’s needs more effectively as the parent has the most knowledge of their child. (Tassoni, et al, 2007) By keeping the family informed about their child performance and any injury or discomfort will build trust. Building and maintaining relationships between colleagues, is essential. This can be done by sharing responsibility and duties equally. (Tassoni, et al, 2007) It is also important to share the information about the child you are about to work with, with the appropriate people. This also needs to be kept updated, by all the members that are working with that child. If there are any frictions between colleagues, the line manager will need to be contacted to help sort out such issues. (Tassoni, et al, 2007) Consistency is the key point in working with children, as you are a role model for children. The information the child receives from adults should be the same, this can have a negative effect on the children, as they pick up things like consistency and tension between parents, EYP, Colleagues and the children. (Tassoni, et al, 2007) Some children may need more than one organisation to help and support them and their families for any additional support. This is called multi-agency team. This consists of various professional that join their skills to help the children to the best of their abilities. It is a practical mechanism to deliver the integrated working required of public services by Every Child Matters, published in 2003, and by The Children Act 2004. (Beaver, et al, 2008) Multi-agency teams benefit the children because they receive tailor-made support for their needs. Some of the benefits of this is easier and quicker access to services and expertise, and reduced needs for specialist services. (Beaver, et al, 2008) Parents are also part of the multi-agency team, and their choices should also be respected and valued. E.g. parents may choose to discuss the situation to other professionals; this is their decision. (Beaver, et al, 2008) It is very unprofessional to discuss another child’s situation with other parents. Some parents find it very daunting for professionals to have contact with them on a daily basis. (Beaver, et al, 2008) Characterises of working with other colleagues and professionals in a multi-agency team are cooperation, this encourages the children to learn to work well with each other. Every team member needs to be consistent this is to ensure that everyone has the same approach of caring for children and working with their family. All members of the team should encourage, praise, stimulate, and support one another. Every member should share their ideas and aims and should feel respected; they should also feel a sense of belong. Every team member needs to be efficient, so all the skills of each individual can be used to the best of their ability. The responsibilities should be shared between every member in the multi-agency team. Workers need to be willing to learn and develop new ways of learning and thinking, and to balance out their weakness and strengths between them. It is also important you remain confidential within a multi-agency team, this shows that you respect your role and the child; you will also be complying with the Data Protection Act. (Beaver, et al, 2008) Common Assessment Framework (CAF) is a process to make sure that children needs are met in the most efficient and pro-active way. This is also a key component in the ‘Every Child Matters-change for children’ program. The CAF aim is to ensure every child receives the universal to which they are entitled and the additional services they need at the earliest opportunity. (Children’s Workforce Development Council 2008) Child-Centred approach is where the children get the freedom to experience, think, question, and research for their own answers. Nursery practitioners get to see how play develops between the children, and not telling them what to do. This enhances the children’s communication skills. This is the complete opposite of Adult-Led; this is where the adult’s initiates play. (Beaver, et al, 2008) The benefits of a Child-Centred approach are that the children get fully involved in activities and are proud of what they can achieve by themselves. They can actively explore the environment and enjoy playing with others. (Beaver, et al, 2008) Although some children find this situation awkward, as they believe the teacher should be in control, whereas others believe they are fully responsible for their play. (Beaver, et al, 2008) There can be issues with the parents too, as they believe children should not learn through playing they prefer their children to learn through literacy and numeracy skills. (Beaver, et al, 2008) Child-Centred approach links to the EYFS because every child is given the opportunity to choose what they want, this encourages every child to be unique. (Beaver, et al, 2008) The practitioners and teachers work in partnership to create a positive relationship and create and enabling environment for the children. The ‘Look, Listen and Note’ observation links to the adult led approach because you can have a better opportunity for observation this way. (Beaver, et al, 2008) The Reggio Emilia approach supports the child-centred approach; an approach based on children’s ideas, thoughts and observations they have gathered through the environment. This was founded by Loris Malaguzzi. (Beaver, et al, 2008) Reggio Emilia believed that the environment, in which the children learn, should be considered as a third teacher. (Wenex Technologies, 2006) Some of the characteristics of the Reggio Emilia approach are that the teachers work in pairs this is called ‘co-teaching’. ‘There is no staff structure, i.e. no head teacher; and staff such as cooks and assistants are regarded as equal with teachers.’ (Beaver, et al, 2008:251) ‘Teachers do plan and make preparations, but there is not a strict curriculum or timetable. Teaching and learning is allowed to evolve and unfold at the pace of the children and follows the interests they develop along the way’ (Beaver, et al, 2008:252) There is four main areas that are Important within your role, limits and boundaries these are; Health and Safety, managing children’s behaviour, child protection and confidentiality. (Tassoni, et al, 2007) It is everyone’s responsibility to ensure the child’s safety. It varies from a basic level by doing little things such as; shutting doors and gates behind you, to a more extreme level; what to do when there is a fire alarm. You also need to consider other aspects of physical safety; this includes things such as one of the children you are with has an accident or the child is unsafe. You will also need to follow policies on personal hygiene this could be simple things such as; wearing a uniform, tying your hair back, and using the supplied resources. (Tassoni, et al, 2007) It is essential to follow the settings policies and procedures, and the policies on hygiene. (Tassoni, et al, 2007) By following the policies and procedures you are reducing the risk of being accused of something such as neglectful behaviour or being in an abusive situation, it also ensures that everyone’s rights and responsibilities are respected, this also shows that the setting is running smoothly and everyone is doing what is expected of them. Having written policies is a requirement of OFSTED. (Tassoni, et al, 2007) It is very important to be aware of how different settings deal with managing children’s behaviour and where it is appropriate to intervene or when not to. (Tassoni, et al, 2007) Also it is important to observe how other professionals deal with the situation. Child protection is very important this will give you the knowledge of how to follow the correct policies to protect children from harm, and abuse. This is to ensure the child id receiving similar messages, so they can feel secure. (Tassoni, et al, 2007) Some children may tell practitioners things that are a cause of concern, this information should be immediately passed onto the appropriate people and no one else. Confidentiality is very important in -settings, as this protects the child and the families. (Tassoni, et al, 2007)